Promoting Pro-Environmental BEEhavior in School. Factors Leading to Eco-Friendly Student Action

Sieg, Anne-Kathrin

doi:10.3390/su13126598

Cited by 9 publications

(12 citation statements)

References 68 publications

(134 reference statements)

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“…In a previous study, we examined the relationship between pro-environmental behavior intentions and knowledge, attitude, fear, interest, and learning enjoyment in a school intervention involving hands-on activities with living bumblebees. High interest in bumblebees led to a high willingness to implement bumblebee-friendly, pro-environmental behavior intentions which correlated highly with attitude and interest [58]. Due to the overall importance of 'wild bees' mentioned above, the study presented here addresses German high school students' associations and identification skills regarding 'bees' in general.…”

Section: Lack Of Bee Biodiversity In the Biology Classroom-a Promotor...mentioning

confidence: 99%

SAD but True: Species Awareness Disparity in Bees Is a Result of Bee-Less Biology Lessons in Germany

Christ

2022

Sustainability

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Bee and insect mortality has recently moved to the forefront of current nature conservation debates and experiences intensive media coverage worldwide. In order to understand the complexity, it is necessary to raise awareness of the diversity of bees. This study investigated whether students are aware of the species diversity of bees. We are guided by the concept of ‘plant blindness’ and show that it cannot be assumed that people are only ’plant-blind’. Therefore, we introduce the concept of Species Awareness Disparity (SAD) in bees to describe a phenomenon which can be defined as the failure to appreciate the significance of wild bee species and the inability to distinguish between individual species of the Apidae family. A total of 421 German students in grades 5–7 participated. The majority of students did not associate a diversity of species with the term ‘wild bee’ but rather consider the honeybee as the bee. Only 2.7% (N = 421) of the students were able to correctly identify pictures of wild bees and the honeybee. This highlights the importance of educating students about the identity and nature of bees in their environment so that they become aware of their meaning from both a personal and an ecological perspective.

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Section: Lack Of Bee Biodiversity In the Biology Classroom-a Promotor...mentioning

confidence: 99%

SAD but True: Species Awareness Disparity in Bees Is a Result of Bee-Less Biology Lessons in Germany

Christ

2022

Sustainability

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“…Forest schools provide an opportunity to teach primary and secondary school students not only about the climate crisis and ecologically sustainable behavior but also to instill solidarity and social responsibility in them [130]. When in nature, new emphasis could be placed on experiencing pleasure, including the pleasure of learning [131]. Sobel [132] provided a comprehensive overview of outdoor (pre)school approaches around the world that have been developed to foster children's connection to nature.…”

Section: Implications For Practicementioning

confidence: 99%

Promoting Subjective Well-Being and a Sustainable Lifestyle in Children and Youth by Strengthening Their Personal Psychological Resources

Voltmer,

von Salisch

2023

Sustainability

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Recent research confirms that climate change is having serious negative effects on children’s and adolescents’ mental health. Being aware of global warming, its dramatic consequences for individual and collective goals, and the urgent need for action to prevent further warming seems to be so overwhelming for young people that it may lead to paralyzing emotions like (future) anxiety, worries, shame, guilt, and reduced well-being overall. Many children and adolescents feel hopeless in view of the challenges posed by the transformations towards a sustainable future. Feeling powerless widens the gap between knowledge and action which in turn may exacerbate feelings of hopelessness. One of the tasks for parents, educators, and policymakers is therefore to empower young people to act against global warming, both individually and collectively. Psychological resources were identified as precursors of pro-environmental behavior. A theoretical model (and accompanying empirical research) is presented which elaborates on the links between self-efficacy, self-acceptance, mindfulness, capacity for pleasure, construction of meaning, and solidarity on the one hand, and subjective well-being and sustainable behavior on the other hand. This literature review suggests starting points for programs that aim to promote both psychological resources, subjective well-being, and individual and collective pro-environmental behaviors in young people.

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“…Motivational concerns are also an outcome of high school pupils' disinterest in studying local and global environmental issues (Brumann et al 2022;El Batri et al 2019;Janakiraman et al 2022;Keith et al 2021;Kellberg et al 2023;S. W. Liang et al 2018;Maurer et al 2020;Schüßler et al 2019;Sieg & Dreesmann, 2021). This, in turn, significantly decreases their motivation, desire to engage in eco-responsible behaviour as well as their acquisition of environmental knowledge that is pertinent to the science curriculum.…”

Section: Individual: Lack Of Awareness and Lack Of Motivationmentioning

confidence: 99%

“…School culture's challenges involve various perspectives; Teaching Green Buildings (TGBs) by Cole & Altenburger (2019) and Liang et al (2022), role model by Liang et al(2022) and school should enhance cognitive, motivational, and behavioral competences of students by List et al(2020). The development of an educational tool to be known as the Climate Change Book Series (CCBS-US) (Sigit et al 2022) has been discovered to be one of the teaching resources (Sieg & Dreesmann, 2021). A novel approach to green school design that employs sustainable practises in the "teaching tools" of green school buildings (United States Green Building Council, 2008), is producing specialized schools that serve as excellent research facilities for investigating how green buildings and environmental education (EE) interact.…”

Section: Cultural: School Culture and Teaching Materialsmentioning

confidence: 99%

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Challenges and Strategies to Develop Pro Environment Behaviours Among Middle School Students: A Systematic Literature Review

Isa,

Halim

2023

IJARBSS

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An objective of Education for Sustainable Development is to promote environmentally sustainable behavior to create a sustainable environment. However, scholars have defined pro environmental behaviors from different perspectives making it difficult to pin down how we can develop the behavior. This study presents a systematic literature review to examine the characteristics of pro-environmental behavior, challenges, and strategies used for developing pro-environmental behavior in middle school students. A search strategy was developed, and eligibility standards were applied, based on the "PICo" mnemonic and PRISMA methods. In this study, 33 articles, published from 2017 through 2023, were systematically reviewed using data from five electronic databases: Google Scholar, Web of Science, SCOPUS, Taylor & Francis, and SpringerLink. The review revealed five subthemes of general characteristics of pro environmental behavior: environmentally concerned behavior, environmentally significant behavior, environmentally responsible behavior, ecological behavior, and sustainable behavior. Second, four subthemes emerged in response to the challenge of developing pro-environmental behavior: social, economic, cultural, and individual. Additionally, effective teaching techniques and tools are the most effective way to promote pro-environmental behavior in the classroom, followed by learner-centered arrangements and outdoor programs/classroom education, educational game, green school, green lifestyle, and rewards. One of the recommendations from this SLR is to develop appropriate teaching aids and methods relevant to the respective communities, and to test the effectiveness of appropriate teaching aids and methods on developing pro environmental behaviors.

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Promoting Pro-Environmental BEEhavior in School. Factors Leading to Eco-Friendly Student Action

Cited by 9 publications

References 68 publications

SAD but True: Species Awareness Disparity in Bees Is a Result of Bee-Less Biology Lessons in Germany

SAD but True: Species Awareness Disparity in Bees Is a Result of Bee-Less Biology Lessons in Germany

Promoting Subjective Well-Being and a Sustainable Lifestyle in Children and Youth by Strengthening Their Personal Psychological Resources

Challenges and Strategies to Develop Pro Environment Behaviours Among Middle School Students: A Systematic Literature Review

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